ICTを活用した英語アカデミック・ライティング指 導 : 支援ツールの開発と実践
著者 水本 篤, 染谷 泰正, 山本 敏幸, 浜谷 佐和子, 小 山 由紀江, 近藤 悠介, 今尾 康裕, 大野 真澄, 濱 地 亮太, 名部井 敏代, 山西 博之
ページ 1‑122
発行年 2017‑03
権利 金星堂の許諾を得て作成しています。
URL http://hdl.handle.net/10112/11019
62
research article
genre-based teaching
1
rhetoric
63 1.
1.1
genre as social action (Miller, 1984)
John M. Swales
discourse community (Swales,
1990, p. 58) Swales
(Bhatia, 1993) discourse
Swales English for Specific Purposes (ESP)
ESP
( Tardy, 2009 )
1.2
academic genre
spoken written
64 1 1
(2016, p. 105)
3
a empirical research paper
…
b review paper
…
c theoretical, methodological paper
…
3
a
2.
genre analysis 1
Swales
(1990) introduction
“Create a Research Space” CARS CARS
move step
1 CARS Swales, 1990
1: Establishing a territory
2:
Establishing a niche 3: Occupying the niche
1 2 3
CARS
Swales (2004) CARS
CARS 2
65
1 CARS (Swales, 1990, p. 141)
CARS
( : Bloor, 1999; : Brett, 1993; : Holmes, 1997)
( , , 2016; , , Pho, 2013)
(Ono, 2012, in press)
(Kawase, 2015)
Move 1 Establishing a territory
Step 1 Claiming centrality and/or
Step 2 Making topic generalization(s) and/or
Step 3 Reviewing items of previous research Move 2 Establishing a niche
Step 1A Counter-claiming or
Step 1B Indicating a gap or
Step 1C Question-raising or
Step 1D Continuing a tradition Move 3 Occupying the niche
Step 1A Outlining purposes or
Step 1B Announcing present research Step 2 Announcing principal findings Step 3 Indicating RA structure
Declining rhetorical effort
Weakening knowledge claims
Increasing
explicitness
66
2 CARS (Swales, 2004, p. 230, p. 232)
3 CARS (Swales, 2004, p. 230, p. 232; ) Move 1 Establishing a territory (citations required)
via
Topic generalisations of increasing specificity Move 2 Establishing a niche (citations possible)
via
Step 1A Indicating a gap or
Step 1B Adding to what is known
Step 2 (optional) Presenting positive justification Move 3 Presenting the present work (citations possible)
via
Step 1 (obligatory) Announcing present research descriptively and/or purposively Step 2* (optional) Presenting RQs or hypotheses
Step 3* (optional) Definitional clarifications Step 4* (optional) Summarising methods Step 5 (PISF**) Announcing principal outcomes Step 6 (PISF) Stating the value of the present research Step 7 (PISF) Outlining the structure of the paper
* Step 2-4 are not only optional but less fixed in their order of occurrence than the others.
** PISF: Probable in some fields, but unlikely in others
(Possible recycling of increasingly specific topics)
1 ( )
2 ( )
1A 1B 2 ( )
3 ( )
1 ( ) 2*( ) 3*( ) 4* ( ) 5**
6**
7**
* 2-4
**
67 3.
reader-centerd
2 1
2
genre knowledge
(Tardy, 2009)
What & How
Why
68 4.
4.1
1
2
3
4
5
6
1
1
( , 2008, p. 116)
( , 2007, p. 11 )
2
69 3
IMRD Introduction-Methods-Results-
Discussion; - - -
Introduction Conclusion topic-based
1 1
2
1
2
4
70
2
CARS CARS
CARS
CARS
1 Introduction CARS
2
3
CARS
Anthony (2011, pp. 120-121) “Investigating the Causes of the Space Shuttle Challenger Disaster Using Internet Website Resources”
71
1
1
1: 1
The National Aeronautics and Space Administration (NASA) is perhaps best known for its Space Transportation System (STS), or Space Shuttle program. The Space Shuttle program began in the late 1970s with the aim to design a spacecraft that could ...
2: 2
There have been many theories put forward to plain the Challenger disaster. …
Many of these theories also have little to no support, or are explained using inappropriate scientific principles.
The official cause of the Challenger disaster was given in the Report of the Presidential Commission on the Space Shuttle Challenger Accident, …
As a result, few people have read the report … confuse the general public with so-called ‘misinformation or ‘myths’ about the disaster.
3: 3
In this paper, we will examine four of the main causes…
In particular, we will look at weather patterns…
By explaining the disaster … we hope that future scientists and engineers can understand the important role they have in preventing disasters of this kind.
1 Anthony (2011) 1 2 3
2 2
1
72
( , 2016 ) 5
CARS
1
8
2
1
CARS
6
CARS
73
4 5 CARS
1 CARS
2
3
4
1
2
3
4
peer feedback
( Liu & Hansen, 2002 )
4 1
2
74
3 ( , 2006)
:
4 1
( 2015)
4.2
CARS
CARS
3
i genre awareness
ii
iii
3
75
Anthony, L. (2011). Writing up research in science and engineering: Foundations.
Waseda University.
2006 ―
Bhatia, V. K. (1993). Analyzing genre: Language use in professional settings. New York: Longman.
76
Bloor, M. (1999). Variation in the methods sections of research articles across disciplines: The case study of fast and slow text. In P. Thompson (Ed.), Issues in EAP writing research and instruction (pp. 84‒106). Reading: Centre for Applied Language Studies, The University of Reading.
Brett, P. (1994). A genre analysis of the results section of sociology articles. English for Specific Purposes, 13, 47‒59.
Holmes, R. (1997). Genre analysis, and the social sciences: An investigation of the structure of research article discussion sections in three disciplines. English for Specific Purposes, 16, 321‒337.
Kawase, T. (2015). Metadiscourse in the introductions of PhD theses and research articles. Journal of English for Academic Purposes, 20, 114‒124.
Liu, J., & Hansen, J. G. (2002). Peer response in second language writing classrooms.
Ann Arbor: The University of Michigan Press.
Miller, C. R. (1984). Genre as social action. Quarterly Journal of Speech, 70, 151‒167.
2016
― , 23, 21‒32.
2016 ―
2007
Ono, M. (2012). A genre analysis of Japanese and English introductory chapters of literature Ph.D. theses. In C. Berkenkotter, V. K. Bhatia & M. Gotti (Eds.), Insights into academic genres (pp. 191‒214). Bern: Peter Lang.
Ono, M. (in press). Move-step structures of literature Ph.D. theses in the Japanese and UK higher education. Journal of Writing Research, 8(3).
Pho, P. D. (2013). Authorial stance in research articles: Examples from applied linguistics and educational technology. Basingstoke, UK: Palgrave Macmillan.
2008
― 15
2015
― 29
77
Swales, J. M. (1990). Genre analysis: English in academic and research settings.
Cambridge: Cambridge University Press.
Swales, J. M. (2004). Research genres: Explorations and applications. Cambridge:
Cambridge University Press.
Tardy, C. M. (2009). Building genre knowledge. West Lafayette, Indiana: Parlor Press.
